Childminder in Hertfordshire

Inspection date

Previous inspection date 10/12/2014 21/10/2009

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early years provision

This inspection: 1 Previous inspection: 1 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an excellent understanding of her responsibilities and the safeguarding procedures for protecting children. This ensures that she keeps children safe from harm.  The childminder fully understands how young children learn and teaching is excellent. She accurately assesses children's development and provides a wealth of rich and stimulating experiences that meet their individual learning needs. Consequently, children make rapid progress in their learning and development.  The warm and caring nature of the childminder means that she forms strong relationships with the children and their parents. As a result, she supports children's emotional well-being very well and they have a firm foundation, enabling them to be highly motivated and engaged learners.  Very effective partnerships exist with parents and other providers. This ensures that a highly beneficial two-way flow of information is maintained. Consequently, the

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This provision is outstanding

childminder meets the needs of children very well and they are emotionally well prepared for the move onto school.  The childminder manages her setting in a highly professional and organised way. She has a passionate desire to strive for continuous improvement and displays outstanding levels of commitment and enthusiasm. As a result, she is delivering excellent quality care and learning for children, to allow them to develop to their full potential.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector viewed all areas used by children.  The inspector observed the childminder playing and interacting with the children.

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Inspection activities

 The inspector spoke to the childminder and children throughout the inspection as appropriate.  The inspector looked at planning documentation and children's assessment records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates and her self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the written views of parents and carers included in the childminder's documentation.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Bushey. The ground floor of the house is used for childminding and there is access to an enclosed garden for outdoor play. The childminder takes children to and collects children from local schools and pre-schools. There are currently 13 children on roll, four of whom are in the early years age range. They attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 7pm, Monday to Friday, except bank holidays and family holidays. She supports children with special educational needs and/or disabilities. The childminder attends the local childminding group and children's centre. She is a member of the Professional Association for Childcare and Early Years and has an appropriate early years qualification at level 3.

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To further improve the quality of the early years provision the provider should:

 enhance the already excellent provision and resources on offer for children to develop their early literacy skills by, for example, displaying books for the youngest children so that they are easily accessible and visually attractive.

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who attend

The childminder clearly demonstrates excellent knowledge and understanding of how young children learn and of what they can achieve. The quality of teaching and the educational programme provided is outstanding. The childminder supports children's learning effectively as she provides a very good balance of interesting and age-appropriate indoor and outdoor activities. She provides a stimulating, safe environment, in which the children can play freely and be active learners. The childminder regularly observes children as they play and learn. She enhances her observations through her daily discussions and regular communication with parents, gathering further relevant information. The childminder records children's achievements in their own record books, which she shares with parents. The childminder effectively uses information gathered to determine the next steps in children's learning, and plans accordingly. As a result, all children, including those

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who attend

with special educational needs and/or disabilities, make rapid progress in their learning and development.

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who attend

Teaching is excellent. The childminder gives a very high priority to the development of the children's language and vocabulary. She skilfully uses a broad range of teaching techniques to support them as they play and learn. For example, the childminder interacts very well with the children, responding each time the babies babble, and asking older children pertinent questions to make them think. She is aware that children need time to process questions and formulate their answers. She skilfully leaves just the right length of time for this to happen. The childminder frequently encourages counting and uses mathematical language to extend learning. For example, as children tip a cornflour and water solution between containers, the childminder uses language of capacity, such as full and empty. The childminder places special emphasis on the development of small muscle and coordination skills. Children demonstrate excellent control, as they peel their own

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who attend

oranges and when they mix paint with a spoon in a large tray. The childminder is skilful at extending the children's experiences at every possible opportunity. For example, when children have cornflour on their noses and cheeks, she gets a mirror for them to see what they look like. The childminder provides children with a wide variety of toys that cover all areas of learning. The children thoroughly enjoy playing with them. She creates opportunities for them to investigate, and discover how things work, using mechanical toys that make noises or light up when buttons are pressed or knobs are turned. The childminder provides interesting and stimulating sensory experiences, through the use of activity boxes that contain natural and textured materials. For example, the youngest children delight in looking at their reflections and scrunching up a foil space blanket. All children enjoy the texture of silk scarves around their faces, as they float them over their

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who attend

heads. These positive, active learning experiences support children very well in preparation for the next stage in their learning.

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who attend

The childminder has excellent relationships with parents. Well-established systems are in place for effective communication and information sharing about the children's learning and development. For example, she informs parents of their children's achievements and shares detailed written records, including photographs she has taken, with them each day. The childminder completes the progress check for children between the ages of two and three years and shares a written summary with parents to enable them to support children's developing skills at home. Consequently, a consistent approach is maintained at the setting and at home, so children continue to make exceptional progress in their development.

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The contribution of the early years provision to the well-being of children

Children are very happy and confident in the childminder's home. She gives the promotion of children's well-being a very high priority and builds warm and affectionate relationships with children. Consequently, she consistently supports and enhances children's personal and emotional development. As new children join, the childminder has excellent systems in place to help them settle. She spends time talking to parents about their children's development, their interests and any specific needs they have. Consequently, the childminder has a good understanding of children's unique needs and they settle quickly.

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The contribution of the early years provision to the well-being of children

The childminder has high expectations for behaviour in the setting and displays the house rules clearly for children to see. Children's behaviour is excellent because they receive clear and consistent guidelines on such things as sharing, taking turns and playing cooperatively. They are learning to be polite as they are encouraged to say please and thank you. As a result, children are continually developing their understanding of how to behave well within the setting. The childminder praises and encourages the children to try new activities and this significantly raises their self-esteem and confidence. The childminder actively contributes to keeping children safe, helping them to recognise dangers and know how to manage risk. For example, she reminds children not to climb on the chairs and explains why. Consequently, younger children are beginning to learn how to look after themselves.

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The contribution of the early years provision to the well-being of children

Children play and learn in a safe and stimulating environment. The childminder has skilfully adapted many aspects of her home to make it welcoming and child friendly. For example, she has a tailor-made door with a heart-shaped window at children's level, so that they can see out of the playroom. All resources are stored centrally and the children have a photograph book from which they can choose what they would like. Toys that are out are stored at floor level for easy, independent access by all children. The current storage and presentation of books for the younger children does not always allow them to see the front picture of the book to enhance their self-selection of a favourite story. The childminder is redesigning the garden to include a large planting trough and a permanent bug hotel to promote children's exploration of the world around them. The childminder promotes healthy lifestyles very well, as she ensures that the children have regular

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The contribution of the early years provision to the well-being of children

opportunities to get out in the fresh air and enjoy physical exercise. When she takes children to and collects children from local schools and pre-schools, she parks the car half way and walks the rest of the way. As a result, children benefit from regular fresh air and exercise, which enhances their overall sense of well-being. The childminder provides an excellent range of healthy snacks and nutritious, home-cooked meals. Prior to children starting, the childminder gathers pertinent information about the children's dietary requirements and adheres strictly to these. The childminder places a high priority on children's independence and she supports them well in managing their personal needs. For example, each child has their own named peg and children use a footstool to enable them to reach the basin while washing their hands. The childminder regularly attends playgroups with the youngest children. This allows the children to develop their social

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The contribution of the early years provision to the well-being of children

skills. As a result of this support, children are emotionally well prepared for the next stage of their learning and they make the move confidently.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage, and how to keep children safe. A robust safeguarding policy is in place that includes information about the use of cameras and mobile telephones. The childminder shares this with parents, so that they understand the procedures in place to keep their children safe. The childminder meticulously implements highly comprehensive risk assessments, and daily checks, to ensure children are safe at all times. She is extremely well organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place. Well-established procedures are in place to record any accidents involving children, any existing injuries and any medication administered to children. This means children's safety and well-being are fully promoted. The childminder has an excellent understanding of her role and responsibility to meet the

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provision

learning and development requirements of the Early Years Foundation Stage. She employs very effective methods for monitoring the quality of teaching and the effectiveness of the educational programmes, to ensure children make excellent progress. She successfully monitors the development of each child, to make certain she quickly identifies and addresses any gaps in their learning. For example, she tracks children's progress according to the age-related outcomes, showing the excellent progress that children make relative to their starting points during their time in her care. The childminder is fully committed to keeping her practice up to date and works extremely hard to promote quality in all aspects of her provision. She has developed robust self-evaluation that accurately identifies strengths and areas for development to inform her comprehensive improvement plan. Since the last inspection, she has made excellent progress in this area

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provision

and now seeks the views of parents and children, where appropriate. The childminder is highly motivated to improve her skills. She accesses regular training to enhance her knowledge and practice to improve outcomes for the children in her care. For example, she has undertaken training to support children with speech, language and communication needs and to improve observation, planning and assessment practice. Consequently, she is able to develop her practice and improve outcomes for children. Undoubtedly, her professional approach means that children receive a quality service at all times.

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provision

The childminder meets the children's needs superbly well through highly effective partnerships, and successful strategies, that ensure parents are included and supported to share their children's ongoing care and development at all times. In addition, parents are fully aware of the service as they are encouraged to read all policies and procedures. In written feedback, parents comment positively about the care and learning provided. For example, they are impressed by the progress their children make, the wealth of experiences and excellent support the childminder provides for them and the excellent communication arrangements. All families come to this childminder through recommendations. The childminder understands the importance of developing relationships with external agencies and other providers to ensure all children receive appropriate interventions and consistent support. She enjoys good relationship with one

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provision

local playgroup in particular, and visits regularly, to share good practice with the practitioners who work there. As a result, children are very well supported by a range of early years professionals to make the best progress they can.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 129873 Local authority Hertfordshire Inspection number 854202 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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